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Problem-Solving, Modes of Instruction and Gender on Chemistry Outcomes: The Effects of Problem-Solving Instructional Strategy, Modes of Instruction and Gender on Learning Outcomes in Chemistry - Softcover
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This work was designed to investigate the effects of problem-solving instructional strategy, three accompanying modes of instruction (i.e. Remediation, Feedback and Practice) and gender on learning outcomes in chemistry. A pre-test post-test control group quasi experimental design was adopted for the study. Data were collected from a sample of 210 SS2 Chemistry Students made up of 109 males and 101 females selected from six schools in three (3) Local Government Areas of Ekiti State, Nigeria. Seven Step Chemistry Problem-Solving Model as suggested by Frazer (1981) and Selvarantnam (1983) was adopted for the study. The Students in experimental groups 1 and 2 were exposed to Problem-Solving approach coupled with remediation and feedback respectively, experimental group 3 was exposed to Problem-Solving coupled with practice. The control group was taught using conventional lecture method. The findings revealed that students taught using Problem-Solving with Remediation had improved performance in Chemistry. Hence the effects Remediation as accompanying Mode of Instruction in Chemistry Learning outweighs that of Feedback and Practice in the determination of Chemistry Learning Outcomes.
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Problem-Solving, Modes of Instruction and Gender on Chemistry Outcomes
Published by
LAP LAMBERT Academic Publishing Apr 2015, 2015
ISBN 10: 3659696528
ISBN 13: 9783659696527
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Taschenbuch
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This work was designed to investigate the effects of problem-solving instructional strategy, three accompanying modes of instruction (i.e. Remediation, Feedback and Practice) and gender on learning outcomes in chemistry. A pre-test post-test control group quasi experimental design was adopted for the study. Data were collected from a sample of 210 SS2 Chemistry Students made up of 109 males and 101 females selected from six schools in three (3) Local Government Areas of Ekiti State, Nigeria. Seven Step Chemistry Problem-Solving Model as suggested by Frazer (1981) and Selvarantnam (1983) was adopted for the study. The Students in experimental groups 1 and 2 were exposed to Problem-Solving approach coupled with remediation and feedback respectively, experimental group 3 was exposed to Problem-Solving coupled with practice. The control group was taught using conventional lecture method. The findings revealed that students taught using Problem-Solving with Remediation had improved performance in Chemistry. Hence the effects Remediation as accompanying Mode of Instruction in Chemistry Learning outweighs that of Feedback and Practice in the determination of Chemistry Learning Outcomes. 68 pp. Englisch. Seller Inventory # 9783659696527
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Problem-Solving, Modes of Instruction and Gender on Chemistry Outcomes
Published by
LAP LAMBERT Academic Publishing, 2015
ISBN 10: 3659696528
ISBN 13: 9783659696527
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Softcover
Seller: moluna, Greven, Germany
Seller rating 5 out of 5 stars
Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Fatoke AdewaleFatoke, Adewale Olubunmi[B.Sc.(Ed.), M.Ed.,Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria is currently a Ph.D. scholar in the same University. He is a promising scholar with renowned publications in reputable I. Seller Inventory # 27062851
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Problem-Solving, Modes of Instruction and Gender on Chemistry Outcomes
Published by
LAP LAMBERT Academic Publishing Apr 2015, 2015
ISBN 10: 3659696528
ISBN 13: 9783659696527
New
Taschenbuch
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This work was designed to investigate the effects of problem-solving instructional strategy, three accompanying modes of instruction (i.e. Remediation, Feedback and Practice) and gender on learning outcomes in chemistry. A pre-test post-test control group quasi experimental design was adopted for the study. Data were collected from a sample of 210 SS2 Chemistry Students made up of 109 males and 101 females selected from six schools in three (3) Local Government Areas of Ekiti State, Nigeria. Seven Step Chemistry Problem-Solving Model as suggested by Frazer (1981) and Selvarantnam (1983) was adopted for the study. The Students in experimental groups 1 and 2 were exposed to Problem-Solving approach coupled with remediation and feedback respectively, experimental group 3 was exposed to Problem-Solving coupled with practice. The control group was taught using conventional lecture method. The findings revealed that students taught using Problem-Solving with Remediation had improved performance in Chemistry. Hence the effects Remediation as accompanying Mode of Instruction in Chemistry Learning outweighs that of Feedback and Practice in the determination of Chemistry Learning Outcomes.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 68 pp. Englisch. Seller Inventory # 9783659696527
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Problem-Solving, Modes of Instruction and Gender on Chemistry Outcomes : The Effects of Problem-Solving Instructional Strategy, Modes of Instruction and Gender on Learning Outcomes in Chemistry
Published by
LAP LAMBERT Academic Publishing, 2015
ISBN 10: 3659696528
ISBN 13: 9783659696527
New
Taschenbuch
Seller: AHA-BUCH GmbH, Einbeck, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This work was designed to investigate the effects of problem-solving instructional strategy, three accompanying modes of instruction (i.e. Remediation, Feedback and Practice) and gender on learning outcomes in chemistry. A pre-test post-test control group quasi experimental design was adopted for the study. Data were collected from a sample of 210 SS2 Chemistry Students made up of 109 males and 101 females selected from six schools in three (3) Local Government Areas of Ekiti State, Nigeria. Seven Step Chemistry Problem-Solving Model as suggested by Frazer (1981) and Selvarantnam (1983) was adopted for the study. The Students in experimental groups 1 and 2 were exposed to Problem-Solving approach coupled with remediation and feedback respectively, experimental group 3 was exposed to Problem-Solving coupled with practice. The control group was taught using conventional lecture method. The findings revealed that students taught using Problem-Solving with Remediation had improved performance in Chemistry. Hence the effects Remediation as accompanying Mode of Instruction in Chemistry Learning outweighs that of Feedback and Practice in the determination of Chemistry Learning Outcomes. Seller Inventory # 9783659696527
Seller Image
Problem-Solving, Modes of Instruction and Gender on Chemistry Outcomes | The Effects of Problem-Solving Instructional Strategy, Modes of Instruction and Gender on Learning Outcomes in Chemistry
Published by
LAP LAMBERT Academic Publishing, 2015
ISBN 10: 3659696528
ISBN 13: 9783659696527
New
Taschenbuch
Seller: preigu, Osnabrück, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. Problem-Solving, Modes of Instruction and Gender on Chemistry Outcomes | The Effects of Problem-Solving Instructional Strategy, Modes of Instruction and Gender on Learning Outcomes in Chemistry | Adewale Fatoke | Taschenbuch | 68 S. | Englisch | 2015 | LAP LAMBERT Academic Publishing | EAN 9783659696527 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Seller Inventory # 104695986